Teachers As Assessors & Facilitators
Teachers As Assessors & Facilitators
Teachers As Assessors & Facilitators
General Seminar of
Aligned Learning
Systems
#UBGOALS2019
Session 3
Teachers as
Assessors &
Facilitators
“Teach Me How to
Teach!”
Lesson: Inorganic Chemistry
Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
Have we contributed
in the development of
a globally competitive
learner?
?
Case Analysis
A teacher went to class with a colorful graphic organizer depicting the Philosophical Chairs
various types of Sexual Orientation complete with descriptions and examples.
She then requested the learners to read in groups of five a certain type of
Sexual Orientation and asked all of them if they are aware of the existence of
such concept in the society.
AGREE
DISAGREE
The following day, the teacher made the learners bring out a short
bond paper; recall yesterday’s lesson; choose a type of sexual orientation that
interest them the most; and sketch a picture that best define it after reading the
descriptions and additional references that she will be giving them.
Assessments
“Hooking”
PO & CLO Students’ Exploring for
Understanding
Action
Formative
21st Century
Interaction Learning
Assessments Summative
Guided
Firming Up & Generalizations
Deepening Selected Response
Understanding
Constructed Response
Students’ Formative
Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
1. What skills do students need
to learn to become globally
? competitive and lifelong
learners?
2. How do we know if students
have achieved the CLO?
What skills do students
need to learn to become
globally competitive and
lifelong learners?
Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
“ In order to keep up
with the world of
2050 you will need
not merely to invent
new ideas and
products but above
Yuval Harari, 2018 all to REINVENT
YOURSELF AGAIN
AND AGAIN”
If so, then
School and Reality
Mismatch?
Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
21 Autonomous University www.ubaguio.edu
Accredited Programs Since 2009
Outcomes-Based Assessment/ Evaluation: Photo Album Outcomes-based Education
Approach
Clearly focusing and organizing
everything in an educational
system around what is essential
for all students to be able to do
successfully at the end of
their learning experiences.
This means starting with a clear
picture of what is important
for the students to be able to
do, then organizing the
curriculum, instruction and
assessment to make sure this
learning ultimately happens
(Spady, 1994).
Which is to
be given
emphasis
inside the
classroom?
Major reviews of
research on the
effects of formative
assessment
indicate that it
might be one of the
more powerful
weapons in a
teacher’s arsenal
21 Autonomous University www.ubaguio.edu
Accredited Programs Since 2009
There is a firm body of
evidence that formative
assessment is an
essential component of
classroom work and
that its development
can raise standards of
achievement.
Formative assessment experiments
produce effects sizes of 0.4-0.7 larger
than found for most educational
interventions and equivalent to
approximately 8 months of additional
instruction.
Source: Black, P., & Wiliam, D. (1998). Inside the black box: Raising
standards through classroom assessment. Phi Delta Kappan, 80(2), 21 Autonomous University www.ubaguio.edu
139–148.
Accredited Programs Since 2009
Influences and effect sizes related to student
achievement (Hattie, 2009)
3Is I •
INTERACTION/DEEPEN
Have students integrate different
INTEGRATION/TRANSFER
• Demonstrate knowledge, skills, and
understanding in GRASPS task
I •
•
information from firm-up
Pose misconceptions and have
students correct them
Follow up on EQ and have students
• Provide differentiated GRASPS task develop EU
• Revisit map of conceptual change • Do follow up parts of scaffold for
• Reflect and do values integration transfer
• Provide closure
Autonomous University 21
#UBGOALS2019 Since 2009 Accredited Programs
www.ubaguio.edu
INTRODUCTION INTERACTION INTEGRATION
NEW
PRIOR KNOWLEDGE
KNOWLEDGE
PRACTICE
EXPLORE FIRM UP DEEPEN TRANSFER
Sample
Assessments
INTRODUCTION/
EXPLORE
Swap Talk
(to gather data)
Sample
Assessments
INTRODUCTION/
EXPLORE
6 Words 1 Sentence Challenge
(to connect Prior Knowledge to
current topic)
Cornell Notes
(Outlining Strategy)
Sample
Assessments
INTERACTION/
FIRM UP
Assessments
INTERACTION/
FIRM UP
Assessments
INTERACTION/
FIRM UP
Mnemonics
(Recall)
Graphic
Sample Organizers
Assessments
INTERACTION/
FIRM UP
Sample
Assessments
INTERACTION/
FIRM UP The Interactive Games and
Quizzes
Sample
Assessments
INTERACTION/
FIRM UP
Sample
Assessments
Making a Claim
INTERACTION/
DEEPEN
Claim
Evidence
Reason
Sample
Assessments Making Claims based
on the situations
INTERACTION/
DEEPEN Evidences to
support answers
Establish Patterns in
the different situations
Construct
Generalizations!
Sample
Assessments
INTERACTION/
DEEPEN
Sample
Assessments
INTEGRATION/
TRANSFER
Program Outcome (Grad
School) 6.1.2 & 6.1.4
Sample
Assessments
INTEGRATION/
TRANSFER
Authentic
Performances
Sample
Assessments
INTEGRATION/
TRANSFER
Simulated
Performances
Program Outcome (Grad
School) 6.1.3 & 6.1.1
Sample
Assessments
INTEGRATION/
Napahahalagahanang
TRANSFER pagkakaroon ng disiplina at
kooperasyon sa pagharap sa
mga panganib na dulot ng
suliraning pangkapaligiran
Response to
Community Needs
AP10MHP-Ii-14
Sample
Assessments
INTEGRATION/
TRANSFER
Responsableng
Pagkamamamayan In
Action
Sample
Assessments
INTEGRATION/
TRANSFER
AP10MKP-Ivf-6
Ap10PNP-Ivh-8
What does it
take to
OBdize Teaching?
What does it
take to
OBdize
Teaching?
Alignment
Activities
(Formative)
Rubric
CLO: Present a valid argument
using convincing evidence Assessment: Persuasive
Essay
What does it
take to
OBdize Teaching?
Course: Clinical
Parasitology
What does it
take to
OBdize Teaching?
Students’ Formative